Learning Theories and Instruction Reflection

-->

As I reflect back on the course I am surprised by how much I have learned.  I went back and read through my discussion posts and assignments from each week and it really was a good way to reflect on what I have learned.   Coming into the course I had some foundation in learning theories from my teacher training, however I did not realize how incomplete this perspective was.  As I step into the world of instructional design I can appreciate the necessity of understanding the full complement of these learning theories in breadth and depth.

As I further my knowledge of how individuals learn, my biggest revelation was that just as learning is an evolutionary process, so are learning theories.  Harrop (2010) states, “the rapid rate of change in society, and the so-called information explosion, suggest that we should now be looking at an educational approach where it is the learner himself who determines what and how learning should take place” (p. 1).  Especially as we begin to look at the role of the online environment in learning, it is important to be able to apply older learning theories to this new paradigm.  As highlighted by Leonard, Noh, & Orey (2008), “these theories are very good for understanding how people learn, think and how they accommodate new knowledge.” So I must continually ask myself, how can I utilize this foundation of knowledge to best adapt my instructional practice in a changing world?

This course has inspired me to stop and reflect on my own personal learning, which I think in the end will enhance my instructional practice.   In developing the learning theory matrix, I began to see that I can identify with each learning theory and move through them fluidly depending on the subject matter or context of the learning environment.  As Ertmer & Newby state, “what might be most effective for novice learners encountering a complex body of knowledge for the first time, would not be effective, efficient or stimulating for a learner who is more familiar with the content” (1993, p. 67).  Sometimes I am a novice learner and sometimes I am more an expert learner, but either way I can move forward in my learning and use different strategies to do so.  Of particular importance to me was exploring adult learning theory (Conlan, Grabowksi, & Smith, 2008).  This theory supports where I have evolved as a self-regulated and independent learner and gives me a better perspective of where my adult students may be.

             

           As I encountered the variety of learning theories throughout this course it became clear that learning is a process in which experience alters ones knowledge and behavior (Smith, 1999).  Learning theories are therefore “ideas about how or why these changes occur” (Smith, 1999).  The learning process is inextricably linked to myriad learner factors such as the style of learning, motivation level and connection and familiarity with the educational technology.   Effective instruction must address these factors across a broad range of learners.  To teach effectively we must understand how our students learn and this depends a lot on their motivation levels and their preferred learning styles. (Laureate Education, Inc., 2009).  A quote from Semple (2000) really tied it together for me: “A teacher well versed in the various theories of learning, with a thorough knowledge of his or her students and a high level of competence in using and applying a range of educational technologies, will create appropriate learning environments” (p. 10).

            

         In conclusion I see this course as the foundation for my future as an instructional designer.  Merrill, Drake, Lacy, & Pratt (1996) define instructional design as “a technology which incorporates known and verified learning strategies into instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing” (p. 2).  Understanding learning theories and learning strategies should be a cornerstone for my design practice and something I need to continually reflect on as technology continues to alter our future learning environments. 

References:

-->

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.

Harrop, M.I. (2010, July).  Evolution of learning theory. StudyMode.com. Retrieved from http://www.studymode.com/essays/Evolution-Of-Learning-Theory-367536.html

Laureate Education, Inc. (Producer). (2009). An introduction to learning [DVD]. Baltimore, MD: Dr. Ormrod.

Leonard, K., Noh, E.K., & Orey, M. (2008). Introduction to emerging perspectives on learning, teaching, and technology. In M. Orey (Ed.), Emergying perspectives on learning, teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Introduction_to_Emerging_Perspectives_on_Learning,_Teaching,_and_Technology

Merrill, M. D., Drake, L., Lacey, M. J., & Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3).

Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/b-learn.htm